Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa

Elizabeth J. Erling is an educational research consultant who has worked in international education and English language teaching initiatives at the Open University, UK, the University of Graz and the University of Vienna, Austria. John Clegg is a freelance education consultant and occasional research at the Graduate School of Education, University of Bristol, UK. Casmir M. Rubagumya is a professor of Language Education at St. John's University of Tanzania, Tanzania. Colin Reilly is a senior research officer in the Department of Language and Linguistics at the University of Essex, UK.

• List of figures List of tables List of contributors Preface by Casmir M. Rubagumya Acknowledgements 1. Introduction: Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa Part 1: What Does Research Tell Us about the Status of Multilingual Learning in SSA? 2. Research in Multilingual Learning in Africa: Assessing the Effectiveness of Multilingual Education Programming 3. Researching Kreol Seselwa and its Role in Education in the Pursuit of Educational Equity in the Seychelles 4. Classroom Talk in Ghanaian Upper Primary Schools: Understanding English-Only, Teacher-Dominant Practices Part 2: Multilingual Learning in Pre-Primary, Primary and Secondary Schools: Lessons Learned 5. Apprenticeships in Meaning: Transforming Opportunities for Oral and Written Language Learning in the Early Years 6. Vignette: Our Experiences of Enhancing the Quality of Early Childhood Education in Rural Cameroon and Kenya by Drawing on Local Languages 7. Multilingual Learning in Anglophone Sub-Saharan Africa: How to Help Children Use All their Languages to Learn 8. Vignette: Implementing Language Supportive Pedagogy to Support Content Learning in Tanzania 9. Creating Translanguaging Inquiry Spaces in Bilingual Classrooms 10. Vignette: Using the Community to Foster English-Kiswahili Bilingualism in Kenya Part 3: Multilingual Resource Development and Teacher Education 11. Multilingual and Language-Supportive Teaching in Rwandan Learning Materials 12. Translanguaging, Multimodality, and Authorship: Cultivating Creativity and Critical Literacies through Multilingual Education in Tanzania 13. Vignette: Creating Multilingual Resources as Part of Teacher Education in Uganda 14. Processes of Pedagogic Change: Integrating Subject and Language Learning through Teacher Education Index